Discuss the student’s perceived skills and strengths (vocationally, socially, independent living):
Michael is deficient in credits toward in his school but he is a student who can struggle to work hard with coaching. He sees the need to be in school. He expresses interest in athletics and other co-curriculum activities. His math and writing skills are good when he is interested in the subject.
Discuss the student’s perceived interests with regard to post-secondary life (vocationally, socially, independent living):
Michael expresses interests in automobiles and sees himself living alone after high school. He is a student who likes working with his hands
List and discuss four or more tools/ tests/ exams that could be used to better determine the student’s skills and interests:
Michael is interested in sports and should be given several opportunities to identify a specific sporting activity. He would like to play football for his high school and has a dream of playing professional football after college. He should be taken to environment that people are praised in all they do. He needs to develop study skills, work on increasing his reading skills, develop advocacy skills and try out to work on his mathematics skills. The school should provide him with an opportunity to work and participate in school activities in order to better assess his abilities in new situations.
Course of Study
Consider:
Appropriate post-secondary instruction such as college, adult education, technical schools, specific vocational training and placement programs, community based adult day programs.
The related services the student will require such as counseling, physical and occupational therapy, speech language pathology and audiology, recreational therapy, orientation and mobility services, school health services, social work services.
Goal Desired Outcome (*) Action Plan (**) Special Education (***) Agencies Responsible (****)
1 Develop his functional communication skills
Attending community alternative program services one time per week
at his home and in the community Orientation College
2 Specialized academic, functional, and occupational preparation for individuals Attend course designed for academic functional and preparation two times per week Physical and occupation therapy Recreational therapy
3 Support of a job coach
Volunteer for 10 hours per week at the public library checking materials in and out using the electronic scanning system Social work services Public Library
4 Education and Training Instruction
Participation in academic and functional curriculum and self-advocacy Training Education and Training Related Service
* Desired Outcome – What is the vision for the student in this area?
** Action Plan – What steps will the general education and special education personnel, family and/or others take to help the student be successful in this area? (Document courses or training the student will need, a timeline for completion, etc..)
*** Special Education – Are there skills (disability related) necessary for the student to achieve the outcome? If so, identify the type of skill the IEP goal should address and write goal in IEP.
**** Agencies Responsible – Which agencies/ organizations/ individuals are primarily responsible for executing the action plans for each goal?
Employment
Consider options such as competitive employment, supported job placement, etc.
Goal Desired Outcome (*) Action Plan (**) Special Education (***) Agencies Responsible (****)
1 Independent living
Attend independent living classes at an adult day program Adult Education Programs
2 Socialization with young adults, animals, and music. Participation in 1- 2 age-appropriate Community based leisure activities per week related to horticulture Horticulture Business
3 Learn to communicate his needs, wants, and desires An augmentative communication device to familiar and non-familiar individuals at home and in the community Competence Orientation and mobility services
* Desired Outcome – What is the vision for the student in this area?
** Action Plan – What steps will the general education and special education personnel, family and/or others take to help the student be successful in this area? (Document courses or training the student will need, a timeline for completion, etc..)
*** Special Education – Are there skills (disability related) necessary for the student to achieve the outcome? If so, identify the type of skill the IEP goal should address and write goal in IEP.
**** Agencies Responsible – Which agencies/ organizations/ individuals are primarily responsible for executing the action plans for each goal?
Community Experiences
Consider the needs of the student in the community as related to residency options, recreational experiences, social relationships and independent living.
Goal Desired Outcome (*) Action Plan (**) Special Education (***) Agencies Responsible (****)
1 Communication skills
Participation in academic and functional curriculum and self-advocacy training. Counseling
2 Anger management
Attending counseling for anger management Counseling
* Desired Outcome – What is the vision for the student in this area?
** Action Plan – What steps will the general education and special education personnel, family and/or others take to help the student be successful in this area? (Document courses or training the student will need, a timeline for completion, etc..)
*** Special Education – Are there skills (disability related) necessary for the student to achieve the outcome? If so, identify the type of skill the IEP goal should address and write goal in IEP.
**** Agencies Responsible – Which agencies/ organizations/ individuals are primarily responsible for executing the action plans for each goal?
Daily Living Skills and Needs
Consider needs such as insurance, benefits/income, Supplemental Security Income, Medicaid, guardianship, food stamps, money management, citizen responsibilities, self care, etc.
Goal Desired Outcome (*) Action Plan (**) Special Education (***) Agencies Responsible (****)
1 Communicate his needs
An augmentative communication device to familiar and non-familiar individuals at home and in the community Citizen Responsibility Correctional argencies
* Desired Outcome – What is the vision for the student in this area?
** Action Plan – What steps will the general education and special education personnel, family and/or others take to help the student be successful in this area? (Document courses or training the student will need, a timeline for completion, etc..)
*** Special Education – Are there skills (disability related) necessary for the student to achieve the outcome? If so, identify the type of skill the IEP goal should address and write goal in IEP.
**** Agencies Responsible – Which agencies/ organizations/ individuals are primarily responsible for executing the action plans for each goal?
